A selection of English ESL hazard printables

Hazard Symbols

Look at the pictures below and see if you can spot any hazards that are potentially harmful to us. Why are they hazardous? 

Spot The Hazard  

a puzzle on the different types of volcanic hazards

volcanic hazards puzzle

There are many dangerous practices in this workplace! They circle the hazards and then match them up with their possible consequences. There is an unmarked image on page 2, get them to spot the hazards themselves first! A key is provided for the match-up. There are different ways to express these hazards... 

Spot the hazards/dangers

 Describe the picture using Present Continuous. There are some useful words for describing risks and dangers people are exposed to. Students can complete the text or describe the picture their own way.

Spot hazards at the farm. Describe the picture using Present Continuous

Students put the verbs in the correct tense either present simple or will future, then match the sentences to the pictures, then you cut the class in two , one group writes IF sentences the other sentences in the present simple then you hazardly match the two parts  to see what comes up

What will the future be if: first conditional

Here students have to put the verbs either in the presnt simple or the future to make correct sentences, then you cut the clas in two you ask half to write conditions and the others sentences in the present simple, then ou hazardly match them.the font I use for the title is causal

Present simple or future simple: conditional 1

Electricity can cause serious workplace hazards. Following electrical safety guidelines and procedures can prevent accidents, which helps protect people, property, and the environment.

Electrical safety tips

Here's a quick understanding test with a youtube link about Carbrook golf club. After heavy floods, man eating bullsharks were trapped on the golf course and now reproduce themselves in the water hazards! 

A unique golf course

This worksheet introduces students to the use of robotics in industries, focusing on their efficiency, precision, and role in improving safety. It explains how robots are used for repetitive and dangerous tasks, such as welding, painting, or handling hazardous materials, which helps reduce risks to human workers. Key concepts include the importance of safety features like emergency stop buttons and proximity sensors, as well as the role of collaborative robots (cobots) that work alongside humans to make tasks easier and safer.

The worksheet includes vocabulary translation, reading comprehension questions, and multiple-choice exercises to test understanding. Practical activities encourage students to apply their knowledge, such as identifying safety features and understanding scenarios involving robotic arms. Discussion prompts explore the advantages and risks of using robots and how they may shape the future of work. Designed for intermediate learners, this resource combines technical knowledge with real-world applications, making it ideal for classrooms focused on technology, industry, or English as a second language. The material is especially relevant for students interested in engineering, robotics, or industrial safety.

Robotics and Safety in Industry

 

 

Sample Essay on Gun Control Streets are scaring and there are more criminals on them than usual citizens, people are afraid to leave their places after dark till dawn, chaos ascended the throne and, unfortunately, there is no any superman, spiderman or batman, if nobody else, to save the world from evil. Human world is as cruel as the animal one, but animals have mercy and usually kill each other only for food. Animals do not feel envy and anger as humans do. Is it a nightmare about distant future or maybe a harsh reality? This situation is very familiar with situation in American megapolises, which are consumed with hatred. It is difficult to survive in such hostile environment, defend yourself and protect your family because the government can not guarantee complete security for everybody. So in order to feel more safe people buy weapon. As it is approved in most State Constitutions, people can keep and bear arms in lawful purposes. But can it be asserted that the problem is solved? Of course no because as far as civilians have arms many other problems occur. The most important of them is gun control. Inasmuch as weapon can be bought by almost every adult, government needs to control and regulate arms handling. The following problem raises: how government should fulfill gun control in the most effective way?

 

 

I often visit different parties, night-clubs and discotheques. Thus I often return at home at night and it disturbs me a lot, because most crimes take place at night. Hence I am exposed to be abused, robbed or murdered. In order to protect myself I need some means of self-defense and the most effective mean of self-defense is a gun of course. I do not have a gun now, but I often think about it and, probably, I will buy it in the nearest future. Also the problem of gun control affects me because I am a representative of the “new generation”, which is responsible for the future of Americans and it is for us to decide to allow or prohibit gun handling for civilians in the future.

 

 

As I know the problem of gun control is very actual and important https://essaywriterfree.net/ nowadays because of high delinquency level. It has many aspects, most of which are double-sided. One of the most important aspects is the determining the categories of people which can and which can not keep and bear arms. If every citizen would have a gun then, probably, United States will be wiped off the surface of the Earth in the nearest future. So who can have arms and who can not? Of course criminals can not, but they need to defend themselves too! Even psychopaths do need to defend themselves. From one side cranks can kill innocent people, from another – their illness is not a reason to prohibit them to have arms. For example, if I am consumptive it does not prohibit me to bear a gun. I think it is not fair, but I do not want to be murdered by crank somewhere in side street. I think it is impossible to determine all possible and existent criminals and prevent them from having weapon. Next important problem of gun control is preventing children and teenagers from getting access to arms. Children often do not understand that “playing” with weapon is fraught with consequences and it is difficult to hide weapon from them, explain and prove them that arms pose hazard to life. Of course it is not easy at all to determine if the arms were used lawfully or not.

 

 

Finally, I want to summarize my points: “gun control” problem definitely exists and it has many aspects both positive and negative. There are exist many points of view and opinions on this problem and its aspects in society, but the golden mean was not found yet, and, probably, will not be found because every positive and negative aspect of “gun control” problem has its own stalwarts and opponents, and their positions are well-grounded. To better understand the gun control problem, I need to learn more about the means of gun control. I need to know the following things: – which types of analysis and examinations are already known and used in criminalistics, and how trustworthy are they; – criminal statistics (to reveal most dangerous social classes); – criminalistics (to understand criminal motives); – history (to understand motives of interracial conflicts); – psychology (to learn how to reveal if the person is dangerous for society) and many other sciences, facts and indicators.

 

 



 

 

 

 





Gun Control Essay

This worksheet is designed for A2–B1 level English learners and focuses on the evolution of workplace safety. It includes a 700-word reading passage that explores safety protocols from the past, present, and future, highlighting key developments such as labor reforms, modern regulations, and technological advancements like AI and IoT safety monitoring. The worksheet features a variety of activities, including warm-up questions, vocabulary matching, fill-in-the-blank exercises, true/false and multiple-choice questions, short-answer responses, and discussion prompts. This resource helps students improve reading comprehension, expand safety-related vocabulary, and develop critical thinking skills through structured activities.

The Evolution of Safety Protocols

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

13 Hazard English ESL worksheets pdf & doc